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dc.contributorAdebiyi, Jelilien_US
dc.contributorTraore, Pierre C. Sibiryen_US
dc.contributorKakwera, Mayamiko Nathanielen_US
dc.creatorSchmitt Olabisi, Lauraen_US
dc.date2016-07-15en_US
dc.date.accessioned2017-02-08T23:32:07Z
dc.date.available2017-02-08T23:32:07Z
dc.identifierhttps://mel.cgiar.org/reporting/download/hash/VMu84uKlen_US
dc.identifier.citationLaura Schmitt Olabisi, Jelili Adebiyi, Pierre C. Sibiry Traore, Mayamiko Nathaniel Kakwera. (15/7/2016). Do participatory scenario exercises promote systems thinking and build consensus. Elementa: Science of the Anthropocene, 4: 000113, pp. 1-11.en_US
dc.identifier.urihttps://hdl.handle.net/20.500.11766/5617
dc.description.abstractParticipatory scenario processes are associated with positive social learning outcomes, including consensusbuilding and shifts toward more systemic thinking. However, these claims have not been assessed quantitatively in diverse cultural and socio-ecological settings. We convened three stakeholder workshops around the future of agricultural development and rural livelihoods in Burkina Faso, Nigeria, and Malawi, using a participatory scenario generation process to examine proposed research and action priorities under conditions of uncertainty. We administered pre- and post-workshop surveys, and used a paired t-test to assess how stakeholders’ rankings of research priorities changed after participating in the scenario visioning exercise. Workshop participants also listed their own priorities for research and implementation on both the pre- and post-survey forms. We found indications that the workshops promoted consensus-building around the research priorities, including a reduction in standard deviation of priority rankings post-workshop compared to pre-workshop; and a higher incidence of identical volunteered responses. We did not find evidence to support shifts in thinking to more systemic views of agricultural development. However, participants viewed themselves as having learned throughout the process. We conclude that scenario visioning does have the potential to foster consensusbuilding (one element of social learning) among diverse stakeholder groups. We urge researchers to continue to monitor and measure systems thinking outcomes from scenario visioning so that these processes may be designed to be more effective.en_US
dc.formatPDFen_US
dc.languageenen_US
dc.publisherUniversity of California Press (Collabra)en_US
dc.rightsCC-BY-4.0en_US
dc.sourceElementa: Science of the Anthropocene;4: 000113,(2016) Pagination 1,11en_US
dc.subjectparticipatory scenario exercisesen_US
dc.subjectsystems thinkingen_US
dc.titleDo participatory scenario exercises promote systems thinking and build consensus?en_US
dc.typeJournal Articleen_US
cg.subject.agrovocagricultureen_US
cg.contributor.centerMichigan State University - MSUen_US
cg.contributor.centerInternational Crops Research Institute for the Semi-Arid Tropics - ICRISATen_US
cg.contributor.centerLilongwe University of Agriculture & Natural Resources - LUANARen_US
cg.contributor.crpCGIAR Research Program on Dryland Systems - DSen_US
cg.contributor.funderUnited States Agency for International Development - USAIDen_US
cg.contributor.projectAfrica RISINGen_US
cg.contributor.project-lead-instituteInternational Crops Research Institute for the Semi-Arid Tropics - ICRISATen_US
cg.coverage.regionWestern Africaen_US
cg.coverage.regionEastern Africaen_US
cg.coverage.countryBFen_US
cg.coverage.countryMWen_US
cg.coverage.countryMLen_US
cg.coverage.countryNGen_US
cg.contactschmi420@msu.eduen_US
cg.identifier.doihttps://dx.doi.org/10.12952/journal.elementa.000113en_US
dc.identifier.statusOpen accessen_US
mel.project.openhttps://mel.cgiar.org/projects/72en_US
mel.impact-factor2.838en_US


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